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Summary

This text offers teachers a concise and applied guide to successfully managing the elementary school classroom within the context of new No Child Left Behind and standards-driven concerns. Mindful of NCLB legislation, this teacher-friENDly, standards-driven new EDITION examines issues and models of management concerns in 21st century elementary classrooms. Well-conceived classroom management helps establish positive environments and programs where communication, cooperation, and dedication to learning prevail. This book is designed to assist teachers, both novice and experienced, in developing and refining management skills that lead to learning and enjoyment of the classroom. New to this EDITION: bull; bull;New chapter correlations to the Interstate New Teacher Assessment and Support Consortium (INTASC), the Praxis Series, the National Board for Professional Teaching Standards (NBPTS), and the National Council for Accreditation of Teacher Education (NCATE) are included to provide easy reference for students. bull;A new section in Chapter 13 presents ways to deal with the emotions of stress that result from unexpected or disastrous events. bull;Discussion of No Child Left Behind legislation, which asks for best practice and research-supported practice, is infused into all chapters. bull;Updated technology, including technology to assist teachers and students with special needs is included (Ch 6) with a clear distinction between students learning from technology versus students learning with technology. bull;New to the chapter on Managing Special Groups (Ch.8), are references to specific assistive technologies for the student and teacher. bull;Chapter 9 discusses extreme behaviors including ";the bully, the bullied, and the bystander"; that are all too common in today's schools. Related TITLEs: Building Classroom Discipline, 8/e Carol M. Charles Collaboration by Gail W. Senter ISBN 0-205-41257-2 Introduction to Educational Research with Research Navigator, 5/e Craig A. Mertler Carol M. Charles ISBN 0-205-41412-5 Classroom Management for Middle-Grades Teachers, 1/e C. M. Charles Emeritus Marilyn G. Charles ISBN 0-205-36128-5

Table of Contents

Introduction

p. xiii

Classroom Management: Problems and Promises

p. 1

Anticipation-Reaction Guide

p. 1

The Case of Janna Smart

p. 2

The Weight of Minor Details

p. 5

What Teachers Try to Accomplish, and How

p. 6

The Instructional Package: Content, Instruction Through Experience, and Management

p. 7

Janna Smart Revisited

p. 9

Summary Self-Check

p. 14

Activities for Reflection and Growth

p. 15

References and Recommended Readings

p. 15

Laying Out the Year

p. 16

Anticipation-Reaction Guide

p. 16

How To Lay Out the Year

p. 17

Curriculum from the Management Perspective

p. 23

Mapping the Big Picture

p. 24

A Word About Standards

p. 25

The Goals of the School Curriculum

p. 26

Implementing the Curriculum

p. 26

Smoothing and Sparkling

p. 29

A Word about Individual Lessons

p. 30

Summary Self-Check

p. 30

Activities for Reflection and Growth

p. 31

References and Recommended Readings

p. 32

Managing the Physical Environment

p. 33

Anticipation-Reaction Guide

p. 33

The Pictures We Hold In Our Heads

p. 34

Six Facets of the Physical Environment

p. 35

Mass of Confusion?

p. 44

Summary Self-Check

p. 45

Activities for Reflection and Growth

p. 45

References and Recommended Readings

p. 46

Managing the Psychosocial Environment of the Classroom

p. 47

Anticipation-Reaction Guide

p. 47

The Positive and Negative Sides of the Psychosocial Environment

p. 48

Toward an Optimal Psychosocial Environment

p. 48

A Quick Look at Looping

p. 50

Factors That Contribute to the Psychosocial Environment

p. 50

Human Relations Skills

p. 50

Responsibilities in the Psychosocial Environment

p. 56

Maintaining the Psychosocial Environment

p. 61

Summary Self-Check

p. 62

Activities for Reflection and Growth

p. 63

References and Recommended Readings

p. 63

Managing Student Motivation to Learn

p. 65

Anticipation-Reaction Guide

p. 65

What Is Meant by Motivation?

p. 66

Why People Don't Do What We Want Them To

p. 66

How Can Teachers Influence Student Motivation?

p. 67

Motivation and Lessons

p. 67

What Does Motivate Students to Learn?

p. 68

William Glasser's Contributions

p. 73

Howard Gardner's Contributions

p. 75

Fredric Jones's Contributions

p. 76

Spencer Kagan's Contributions

p. 77

What Are the Dangers in Motivation?

p. 82

Summary Self-Check

p. 83

Activities for Reflection and Growth

p. 84

References and Recommended Readings

p. 85

Managing Instruction

p. 86

Anticipation-Reaction Guide

p. 86

An Interlude for Terminology

p. 87

Three Instructional Approaches

p. 88

A Second Interlude for Terminology

p. 102

Using the Internet

p. 103

Differentiated Instruction

p. 104

Planning Approaches and Strategies

p. 104

Summary Self-Check

p. 106

Activities for Reflection and Growth

p. 106

References and Recommended Readings

p. 107

Managing Students at Work

p. 108

Anticipation-Reaction Guide

p. 108

Work Routines

p. 109

Providing Assistance

p. 116

Incidentals

p. 120

Summary Self-Check

p. 126

Activities for Reflection and Growth

p. 127

References and Recommended Readings

p. 127

Managing Special Groups

p. 129

Anticipation-Reaction Guide

p. 129

Who Are the Special Groups?

p. 130

Exceptionality

p. 131

Language Diversity

p. 138

Family Diversity

p. 139

Strategies for Individual Differences

p. 143

Summary Self-Check

p. 145

Activities for Reflection and Growth

p. 146

References and Recommended Readings

p. 146

Managing Student Behavior

p. 148

Anticipation-Reaction Guide

p. 148

Is Disruptive Behavior Really That Serious?

p. 149

Is the Discipline Situation Hopeless?

p. 150

The Movement toward New Discipline

p. 150

Building a System of Participative Discipline

p. 161

Summary Self-Check

p. 165

Activities for Reflection and Growth

p. 166

References and Recommended Readings

p. 167

Managing Assessment, Record Keeping, and Reporting

p. 168

Anticipation-Reaction Guide

p. 168

An Overview of Assessment and Reporting

p. 169

Standards

p. 170

The Nature of Assessment

p. 170

Records and Record Keeping

p. 174

Forms and Formats for Good Record Keeping

p. 176

Records for Various Curriculum Areas

p. 179

Simplifying Records Management

p. 187

Records Needed for Conferencing

p. 187

Summary Self-Check

p. 189

Activities for Reflection and Growth

p. 190

References and Recommended Readings

p. 190

Managing Communication with Students, Parents, and Others

p. 192

Anticipation-Reaction Guide

p. 192

The Value of Communication

p. 193

Events That Call for Especially Good Communication

p. 193

Communicating with Students

p. 195

Communicating with Parents

p. 203

Communicating with Colleagues and Administrators

p. 212

Summary Self-Check

p. 213

Activities for Reflection and Growth

p. 214

References and Recommended Readings

p. 215

Managing the Work of Paraprofessionals

p. 216

Anticipation-Reaction Guide

p. 216

What Are Paraprofessionals?

p. 217

What Do Paraprofessionals Do?

p. 218

What Do Student Teachers Do?

p. 219

What Do Master Teachers Do?

p. 220

How Are Paraprofessionals Obtained?

p. 221

How Do Teachers Attract Good Paraprofessionals and Volunteers?

p. 223

What Requirements Must Be Met By Paraprofessionals and Volunteers?

p. 223

How Many Paraprofessionals and Volunteers Are Needed?

p. 223

What Are the Ground Rules for Paraprofessionals and Volunteers?

p. 224

Training Paraprofessionals and Volunteers

p. 228

Assigning Space and Work Duties

p. 228

Maintaining Paraprofessionals' Morale

p. 229

When Paraprofessionals Must Be Absent

p. 229

Summary Self-Check

p. 230

Activities for Reflection and Growth

p. 231

References and Recommended Readings

p. 231

Managing Substitute Teachers and Substitute Teaching

p. 232

Anticipation-Reaction Guide

p. 232

The Teacher's Obligations

p. 233

The Substitute's Obligations

p. 236

Mutuality: The Ideal Relationship

p. 239

Regimen of the Substitute

p. 240

Additional Advice for Substitute Teachers

p. 245

Summary Self-Check

p. 250

Activities for Reflection and Growth

p. 250

References and Recommended Readings

p. 251

Managing Stress Productively

p. 252

Anticipation-Reaction Guide

p. 252

Stress and Its Effects

p. 253

What Bothers Teachers Most?

p. 254

What Energizes Teachers?

p. 255

Stress Management for Teachers

p. 256

The Uplifting

p. 263

Summary Self-Check

p. 265

Activities for Reflection and Growth

p. 266

References and Recommended Readings

p. 266

Resources for Expanding Horizons and Opportunities

p. 267

Anticipation-Reaction Guide

p. 267

Education Talk

p. 268

Teacher Resource Books

p. 272

Additional Bits of Teacher Wisdom

p. 274

Professional Journals

p. 283

Professional Organizations

p. 284

State Departments of Education

p. 287

Overseas Teaching Opportunities

p. 297

Activities for Reflection and Growth

p. 298

Capstone Activity

p. 299

Comprehensive List of References and References and Recommended Readings